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Results: Page 73 of 109
| Resource Name | Description | Resource Type |
|---|---|---|
| Prevention of Expulsion in Early Childhood: Part Two | As we continue a conversation about expulsion in early childhood, Cindy Croft and Priscilla Weigel will describe the unique Minnesota program called Inclusion Coaching offered through the Center for Inclusive Child Care. This program is a support that can help prevent expulsion and suspension. | Podcast |
| Primary Care: Six Essential Program Practices | High-quality relationship-based care is central to optimal early brain development, emotional regulation, and learning (Center on the Developing Child, 2012). One of the Program for Infant/Toddler Care (PITC) six essential program practices to promote this type of care is primary care (PITC, n.d.). Consistent, responsive, and meaningful interactions with a primary caregiver build a child’s attachment with a familiar adult (Raikes & Edwards, 2009). Primary caregiving also strengthens relationships with the families of the children in the primary care group, which, in turn, supports the development of trust and security between the infant or toddler and the primary care provider (Lally, Torres, & Phelps, 2010) | Document |
| Proactive Intervention Program for children | Information bulletin about Anoka County's Proactive Intervention Program which provides support for families and care providers of children with challenging behaviors. | Document |
| Problemas de desarrollo: Cuándo remitir los niños (Developmental Concerns: When to Refer Children) | Esta hoja de consejos presenta los hitos típicos del desarrollo para los niños desde el nacimiento hasta los 3 años de edad y qué hacer cuando hay problemas de desarrollo. This tip sheet presents the typical developmental milestones for children birth to 3 years of age and what to do when there are developmental concerns. | Tipsheet |
| Processing the Impact of the Pandemic on Young Children and Ourselves | Tracy Schreifels, Executive Director of Ellison Center in St. Cloud, MN joins us for an important conversation centered around the pandemic and what it was like for young children and their families. We discuss some key questions that can help us to begin to process the impact. What are our bodies holding related to this trauma? How do we process and name our experiences so we can start to heal? How do we help young children organize their experiences and move forward? | Podcast |
| Professional Development Tools to Improve the Quality of Infant and Toddler Care: A Review of the Literature | A new literature review, conducted by Mathematica Policy Research for the Office of Planning, Research and Evaluation (Administration for Children and Families, U.S. Department of Health and Human Services), highlights professional development (PD) strategies, resources, and components that can help caregivers better interact with infants and toddlers. The review shows that PD can successfully enhance caregiver practice, even within a short time, and that online tools are a cost-effective and successful way to provide PD. Other key findings are highlighted in a Research Snapshot that accompanies the full report. | Document |
| Promoting Self-Care: Suggestions for Families and Staff | Developed by Kids Matter, the Australian Government, Beyond Blue & Early Childhood Australia, this easy to digest fact sheet includes suggestions for promoting self-care to families and staff. | Document |
| Promoting Social Behavior of Young Children in Group Settings: A Summary of Research | Glen Dunlap and Diane Powell have completed a synthesis for the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI). It provides a summary of intervention practices that are supported by empirical evidence for promoting adaptive social-emotional behavior of young children in group contexts. The focus is on toddlers and preschool children who are identified as having or being at risk for disabilities, and who have identified problems with social-emotional behaviors. | Document |
| Promoting Social-Emotional Development Helping Infants Learn About Feelings | Starting from birth, infants begin learning how to make sense of their world through interactions with caregivers. Responsive caregiving--which involves a caregiver reflecting and validating a child's feelings and behaviors--helps very young children make sense of their world. Over time, children who have this type of nurturing, reflective care can better regulate their emotions. | Document |
| Proyecto de 40 días (40 Day Project) | Escuche mientras Karina Elze, miembro de la junta directiva del CICC, entrevista a la Dra. Silvia Álvarez de Dávila, Ph. D. CFLE, profesora de extensión del Departamento de Familia, Salud y Bienestar de la Extensión de la Universidad de Minnesota, y a la Dra. Enid Campos, directora clínica de The Center Clinic en Dodge Center, Minnesota. Ambas mujeres están trabajando para ayudar a desarrollar el Proyecto de 40 días, que brinda apoyo a los padres hispanohablantes. El Proyecto de 40 días promueve el bienestar mental y el apoyo social para los nuevos padres antes del nacimiento y durante las primeras cinco semanas posteriores al nacimiento. Listen in as CICC Board Member Karina Elze interviews Dr. Silvia Alvarez de Davila Ph. D CFLE. Extension Professor, Department of Family, Health and Wellbeing at the University of Minnesota Extension, and Dr. Enid Campos, clinical director of The Center Clinic in Dodge Center, MN. Both women are working to help develop The 40-Day Project, supporting Spanish-speaking parents. The 40-Day Project promotes mental well-being and social support for new parents before birth and during the first five weeks after birth. ¿Preguntas? https://40days.umn.edu/ | Podcast |
Results: Page 73 of 109
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